Table 2: Residents’ ratings of confidence in their
abilities to identify symptoms of ASD, connect families to ASD-related
services, and the importance of ASD education to their careers.
|
Career Plans |
|||
|
Primary Care (n = 14) |
Subspecialty (n = 27) |
Undetermined (n = 9) |
All (n = 50) |
Confidence in
distinguishing between ASD and other delays a |
1.86 (.66) |
2.30 (.47) |
2.11 (.78) |
2.14 (.61) |
Confidence in connecting
families to a |
|
|
|
|
School-based services |
1.93 (.73) |
2.22 (.80) |
2.22 (.67) |
2.14 (.76) |
Early intervention services |
2.79 (.89) |
2.93 (.68) |
2.78 (.83) |
2.86 (.76) |
Behavioral support services (Applied
Behavior Analysis) |
1.71 (.73) |
1.93 (.83) |
1.56 (.53) |
1.80 (.76) |
Services to address mental health
concerns |
2.57 (1.16) |
2.56 (.93) |
2.56 (.88) |
2.56 (.97) |
Speech/language therapy |
3.00 (.96) |
3.11 (.89) |
2.78 (.97) |
3.02 (.92) |
Importance of education
about ASD to career b |
3.57 (.85) |
2.26 (.60) |
3.00 (.87) |
2.76 (.92) |
Note. Data are presented as mean values (SD). There was a significant effect for
future career plans (primary vs. subspecialty) on perceived importance of
education about ASD; t (39) = 5.77, p < 0.001.
a1 = Not confident at all, 4 = Very
confident b1 = Not important, 4 = Very
important